faculty of education - hpuniv.nic.inhpuniv.nic.in/syllabus/b.a with education syllabus 2018.pdf ·...

FACULTY OF EDUCATION

Regulations and Syllabus for

CBCS B.A. (REGULAR) with EDUCATION (Annual System)

(Through Regular Mode)

With effect from the Academic Session 2018-19

(Subject to Change from time to time)

Note: Himachal Pradesh University reserves the right to amend Regulations, Scheme

of Examinations, Pass Criteria, Scheme of Studies and Courses of Study as and when it

deems necessary.

1

ANNEXURE - I

CBCS B.A. (REGULAR) with EDUCATION (List of Papers/ Course Code, Credits & Scheme of Marks)

(ANNUAL SYSTEM)

A: CORE COURSES

(4 COMPULSORY PAPERS)

B.A -1st Year

Sr.

No.

Title Code Credits

Marks

TEE CCA Total

1. Philosophical Foundations

of Education

EDN

101

CC

6 70 30 100

2. Sociological Foundations

of Education

EDN

102

CC

6 70 30 100

B.A- 2nd Year

Sr.

No.

Title

Code Credits Marks

TEE CCA Total

3. Psychological Bases of

Education

EDN

201

CC

6 70 30 100

4. Development of Education

in India

EDN

202

CC

6 70 30 100

2

B: SKILL ENHANCEMENT COURSES (SEC)


B.A 2nd Year

Sr.

No.

Title

Code

Credits

Marks

TEE CCA

Total

1. Yoga EDN

203 SEC

4 70 30 100

2. Life skills

Education

EDN

204 SEC

4 70 30 100

B.A 3rd Year

Sr.

No.

Title

Code

Credits

Marks

TEE CCA Total

3. Pedagogy of

Education

EDN

301 SEC

4 70 30 100

4. ICT in

Education

EDN

302 SEC

4 70 30 100

3

C: DISCIPLINE SPECIFIC ELECTIVE COURSES


B.A- 3rd year

SR.

No.

Title

Code

Credits

Marks

TEE

CCA Total

1. Educational

Management

EDN

303 DSE

6 70 30 100

2. Inclusive

Education

EDN

304 DSE

6 70 30 100

D: GENERIC ELECTIVE

(2 PAPERS)

B.A 3rd Year

Sr.

No.

Title

Code

Credits

Marks

TEE CCA

Total

1.

Education For

Peace

EDN

305 GE

6 70 30 100

2. Educational

Thoughts and

Practices

EDN

306 GE

6 70 30 100

4

ANNEXURE - 2

CBCS B.A. (REGULAR) with EDUCATION (Three Year Degree Course) 1st Year Syllabus

Sr. No.

Course Type Course Code Title of the Paper

Credits

1 Core Compulsory (CC- 1) English

6

2 Core Compulsory (CC-1) Hindi/Sanskrit(MIL)

6

3 Discipline Specific Core Course (DSC-IA) Education

EDN-101

Philosophical

Foundations of

Education

6

4 Discipline Specific Core Course (DSC-1B) Education

EDN- 102

Sociological

Foundations of

Education

6

5 Discipline Specific Core Course -DSC-2A *Any one from other discipline /subject

6

6 Discipline Specific Core Course (DSC-2B) *Any one from other discipline /subject

6

7 Ability Enhancement Core Compulsory (AECC -1) Environmental Studies

4

8 Ability Enhancement Core Compulsory (AECC -2) English/MIL/Hindi (Communication)

4

Total Credits

44

5

CBCS B.A. (REGULAR) with EDUCATION (Three Year Degree Course) 2nd Year Syllabus

Sr. No.


Credits

1 Core Compulsory (CC- II) English

6

2 Core Compulsory (CC- II) Hindi/Sanskrit(MIL)

6

3 Discipline Specific Core Course (DSC-1C) Education

EDN-201

Psychological

Basis of

Education

6

4 Discipline Specific Core Course (DSC-1D) Education

EDN-202

Development of

Education in

India

6

5 Discipline Specific Core Course (DSC-2C) *Any one from other discipline /subject

6

6 Discipline Specific Core Course ( DSC-2D) *Any one from other discipline /subject

6

7 Skill Enhancement Course (SEC-1) Education *Elective

EDN- 203

Yoga

4

8 Skill Enhancement Course (SEC-2) Education *Elective

EDN-204

Life Skills Education

4

Total Credits

44

6

CBCS B.A. (REGULAR) with EDUCATION (Three Year Degree Course) 3rd Year Syllabus

Sr. No.


Credits

1 Skill Enhancement Course (SEC-3) Education

EDN- 301

Pedagogy of Education

4

2 Skill Enhancement Course (SEC-4) Education

EDN-302

ICT in Education

4

3 Discipline Specific Elective Course (DSE-1A) Education

EDN-303

Educational

Management

6

4 Discipline Specific Elective Course (DSE- IB) Education

EDN-304

Inclusive

Education

6

5 Discipline Specific Elective Course (DSE-2A) *Any one from other discipline /subject

6

6 Discipline Specific Elective Course (DSE-2B) *Any one from other discipline /subject

6

7 Generic Elective (GE-1) Education

EDN-305

Education for

Peace

6

8 Generic Elective (GE-2) Education

EDN-306

Educational

Thoughts and

Practices

6

Total Credits

44

Total Credits= 1st Year+ 2nd Year+3rd Year =(44+ 44+ 44)

132

Note- The DSC II / Any Other subject once opted by the candidate shall not be changed like Core subject.

7

ANNEXURE - 3

Syllabus for B.A. (Regular) with Education

BA-1st Year

Discipline Specific Core Course (DSC-1A)

Education

Course Code: EDN 101

PHILOSOPHICAL FOUNDATIONS OF EDUCATION

Course Code EDN 101 DSC

Credits -6 L (L = Lecture) T (T= Tutorial)

L-5 T-1

Course Type Core Course

Term End Examination System

Maximum Marks Allotted Minimum Pass Marks Time Allowed

70 25 3.00 Hrs.

Continuous Comprehensive Assessment (CCA) Pattern:

Class Test

(After

completion of

40% of

syllabus)

House Tests (After

completion of 75%

of syllabus)

Assignments,

Tutorials and general

behaviour of Students

Attendance Total

Marks

05

10 10 5 30

Course Content and Scheme

Unit Topic

1 Introduction to Education

a. Meaning and definition of Education.

b. Aims of Education: Individual, Social and Vocational.

c. Functions of Education:

General Functions of Education.

Functions of Education in Human Life &National Life

II Introduction of Philosophy

a.Meaning and definition of Philosophy.

b.Relationship between Education and Philosophy.

III Some Major Schools of Philosophy

a. Idealism, Naturalism and Pragmatism

b. Contributions of these schools to present day

Education towards isms, curriculum, methods of

teaching, concept of discipline and the role of the teacher.

IV Development of Values

a. Meaning of values

b. Classification of values(Social, Moral and Aesthetic)

c. Strategies for inculcation of values through co-curricular and

extra-curricular activities in schools and colleges.

8

Suggested Reading

Sharma, Ram Nath (2000). Text book of educational philosophy. New Delhi: Kanishka

Publishers & Distributors.

Bhattacharya, Sriniba (2002). Philosophical foundation of education. New Delhi: Atlantic

Publication.

Ozmon, H. A. (1981). Philosophical foundation of education. Columbus: Charles E

Merrill.

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http://indcat.inflibnet.ac.in/bookdetailview.jsp?infControlId=8146&field=IX_TITLE&term=Educational_philosophy&TotRec=2/365&scode=1&neUnicode=&Uni_search=null

http://indcat.inflibnet.ac.in/bookdetailview.jsp?infControlId=3811008&field=IX_TITLE&term=philosophical_foundation_of_education&TotRec=12/61&scode=1&neUnicode=&Uni_search=null

http://indcat.inflibnet.ac.in/bookdetailview.jsp?infControlId=4809840&field=IX_TITLE&term=philosophical_foundation_of_education&TotRec=15/61&scode=1&neUnicode=&Uni_search=null

9


B.A. - 1st Year

Discipline Specific Core Course (DSC-1B)

Education


SOCIOLOGICAL FOUNDATIONS OF EDUCATION



L-5 T-1




70 25 3.00 Hrs.

Continuous comprehensive Assessment (CCA) Pattern:

Class Test

(After

completion of

40% of

syllabus)

House Tests (After

completion of 75%

of syllabus)

Assignments,



Attendance Total

Marks

05

10 10 5 30


Unit Topic

I Introduction

a. Meaning of Educational Sociology and Sociology of Education

b. Relationship between Sociology and Education

c. Sociological determinants of education

II Social Change

a. Meaning and definition of social change.

b. Factors affecting social change

c. Role of School and teachers in social change.

III Education and Social Group

a. Meaning, need & functions of School.

b. Meaning, definition and characteristics of community.

c. Impact of School on Community.

d. Meaning, definition of Socialization. Role of teacher in the process of Socialization.

IV Education and Culture

a. Meaning, definition and characteristics of culture.

b. Types of culture and functions of culture.

c. Relationship between Education and Culture.

d. Role of Education in cultural Development.

10

Suggested Readings:

Murthy, S. K. (1982). Philosophical and sociological foundation of education. Ludhiana:

Prakash Brothers.

Safaya, R. N. (1994). Development of educational theory and practice: A treatise on

theory and principles of education educational and sociological foundation of education.

Delhi: Dhanpat Rai & Sons.

Bhattacharya, S. (1996). Sociological foundation of education. New Delhi: Atlantic


Bhatia, Kamala (1974). Philosophical and sociological foundation of education. New

Delhi: Doaba House.

Saxena, N. R. Swarup (2001). Philosophical and sociological foundation of education.

Meerut: R Lal Books.

Bhattacharya, Srinibas (2002). Sociological foundation of education. New Delhi: Atlantic


Chaube, S. P. (1985). Philosophical & sociological foundation of education. Agra: Vinod

Pustak Mandir.

Chaube, S. P. (1997). Philosophical & sociological foundation of education. Agra: Vinod

Pustak Mandir.

http://indcat.inflibnet.ac.in/bookdetailview.jsp?infControlId=176493&field=IX_TITLE&term=sociological_foundation_of_education&TotRec=3/87&scode=1&neUnicode=&Uni_search=null









11


B.A. - 2ndyear

Discipline Specific Core Course (DSC-1C)

Education


PSYCHOLOGICAL BASIS OF EDUCATION



L-5 T-1




70 25 3.00 Hrs.

Continuous comprehensive Assessment (CCA) Pattern

Class Test

(After

completion of

40% of

syllabus)

House Tests (After

completion of 75%

of syllabus)

Assignments,



Attendance Total

Marks

05

10 10 5 30


Unit Topic

I Concept of Educational Psychology

a. Concept of Psychology and Educational Psychology, nature and scope of Educational

Psychology.

b. Methods of Educational Psychology (case study method, clinical method,

observational method)

c. Application of Educational Psychology in teaching-learning process.

II Meaning of Growth and Development a. Meaning and Principles of Growth and Development, factors responsible for growth

and development

b.Development of adolescence period – with special reference to physical, social,

emotional and intellectual developments

a. Concept of individual difference – aptitude, interest and attention

III Intelligence and Creativity: a. Meaning and Characteristics of Intelligence and concept of IQ

b. Meaning and characteristics of Creativity, Factors effecting Creativity

c. Measurement of Intelligence and Creativity (Verbal, non-verbal and Performance

tests).

12

IV Learning a. Meaning, Nature and concept of Learning

b.Factors affecting Learning, factors influencing teaching and learning process:

Learner related

Teacher related

Content related

Process related.

c. Meaning and nature of motivation.

d. Types of motivation, Principles of Motivation, techniques of enhancing learner’s

motivation.

Suggested Reading

Chauhan , S. S. (1978). Advanced Educational Psychology. , New Delhi: Vikas

Publications.

Bhatia, K. K. (1997). Educational Psychology. Ludhiana: Kalyani Publications.

Prasad , Janardan (1995). Educational Psychology: Development of Teaching and

learning . New Delhi: Kanishka Publications.

Noll, Victor H. (1962). Reading in Educational Psychology. New York: The Macmillan.

Bhatnagar , A. B. (1996). Advanced Educational Psychology. Meerut: Loyal Publication.

Chauhan , S. S. (1995). Advanced Educational Psychology. New Delhi: Vikas

Publication.

Srimali, Shyam Sunder (1996). Educational Psychology. Jaipur: Rawat Publications.

sRao,S. Narayan (1990). Educational Psychology. New Delhi: Wiley Publications.

Kakkar ,S. B. (1993). Educational Psychology. New Delhi: Prentice Publications.

Prasad, Janardan (1995). Educational Psychology. New Delhi: Kanishka Publications.

Mohan, Jitendra (1993). Educational Psychology. New Delhi: Wiley Eastern Pvt Ltd.

http://indcat.inflibnet.ac.in/bookdetailview.jsp?infControlId=2408&field=IX_TITLE&term=educational_psychology&TotRec=2/4771&scode=1&neUnicode=&Uni_search=null












13


BA-2ndYear

Discipline Specific Core Course (DSC-1D)

Education


DEVELOPMENT OF EDUCATION IN INDIA



L-5 T-1




70 25 3.00 Hrs.


Class Test

(After

completion of

40% of

syllabus)

House Tests (After

completion of 75%

of syllabus)

Assignments,



Attendance Total

Marks

05

10 10 5 30


Unit Topic Topic

I Ancient and Medieval India

a. Vedic Education: aims and characteristics

b. Buddhist Education: aims and organization.

c. Islamic Education: its salient features, objectives and curriculum.

II Education in Pre- Independence Era

a. Macaulay’s Minutes, 1835

b. Wood’s Despatch, 1854

c. Hunter Commission, 1882

III Development of Indian Education post Independence period with special reference

to :

a. University Education Commission (1948-49)

b. Secondary Education Commission (1952-53).

c. Kothari Commission (1964-66).

IV Education in Modern India

a. NPE 1986, POA 1992

b. NCF2005

c. NCFTE 2009

14

Suggested Readings

1. Biswas, A.(1986). .Development of education in India: A Historical Survey of

Educational Documents Before and After Independence. New Delhi: Concept Publishing

Company.

2. Agrawal, S.P. (1997). Development of Education in India. New Delhi: Concept

Publications.

3. Saini, S. K. (1980). Development of Education in India: Socio Economic and Political

Perspective. New Delhi: Cosmo Publications.

4. Saini, Shiv Kumar (1980). Development of Education in India. New Delhi: Cosmo

Publications.

5. Agrawal, S. P. (1997). Development of Education in India. Select Documents 1993-94.

New Delhi: Concept Publishing Corporation.

6. Biswas, A. (1986). Development of Education in India. New Delhi: Concept

Publications.

7. Biswas, A. (1986). Development of Education in India: A Historical Survey Of

Educational Documents Before and After Independence. New Delhi: Concept

Publications.

8. Das,K.K.(1986). Development of Education In India. New Delhi: Kalyani Publications.

9 Wadhera,R. C. (2000). Education in Modern India. New Delhi: Deep & Deep

Publications.

10 Ghosh, Suresh Chandra (1995). History of Education In Modern India: 1757-1998. New

Delhi: Orient Longman.

11 Basu, Anathnath (1947). Education in Modern India: A Brief Review . Calcutta: Orient

Book Publishers.

12 Ghosh, Suresh Chandra (2000). History of Education In Modern India 1757-1998.

Hyderabad: Orient Longman Publishers.

http://indcat.inflibnet.ac.in/bookdetailview.jsp?infControlId=9547&field=IX_TITLE&term=DEVELOPMENT_OF_EDUCATION_IN_INDIA&TotRec=2/148&scode=1&neUnicode=&Uni_search=null













http://indcat.inflibnet.ac.in/bookdetailview.jsp?infControlId=8155&field=IX_TITLE&term=EDUCATION_IN_MODERN_INDIA&TotRec=2/92&scode=1&neUnicode=&Uni_search=null




15


B.A. - 2nd Year

Skill Enhancement Course (SEC-1)

Education

*Elective


YOGA

Course Code EDN 203 SEC

Credits – 4 L (L = Lecture) T (T= Tutorial)

L-3 T-1

Course Type Skill Enhancement Course 76. 77. 79. 80. 81. 82. 83.

Term End Examination System.


70 25 3.00 Hrs.

Continuous and Comprehensive Assessment (CCA) Pattern:

Class Test

(After

completion of

40% of

syllabus)

House Tests (After

completion of 75%

of syllabus)

Assignments,



Attendance Total

Marks

05

10 10 5 30


Unit Topic

I Yoga Education

a. Meaning, definition and Characteristics of Yoga.

b. Needs and Objectives of Yoga.

c. Yoga Contribution in Human Development.

II

Types of Yoga

a. Meaning and Significance of Bhakti Yoga, Gyan Yoga and Karma Yoga

b. Ashtang Yoga of Patanjali: Yama, Niyama, Asana, Pranayama, Pratyahara,

Dharma, Dhyana & Samadhi

III

Aspects of Yoga

a. Physical Aspects of Yoga

b. Mental/ Intellectual aspects of Yoga.

c. Spiritual Aspects of Yoga.

IV Yoga for Peace and Harmony

a. Stress Management

b. Techniques of Relaxation.

c. Breathing Exercises and Meditation.

16

Suggested Readings:

Yoga Education And Research 2nd International Conference Jan 1988. Kaivalayadhama

Lonavla India, India,

Saraswati Satyananda (1990). Yoga Education For Children: A Manual For Teaching

Yoga To Children. Munger: Bihar School Of Yoga, ,

Yogendra, Jayadeva (1989). Cyclopaedia Yoga: A Systematic Study Programme of Yoga

Education for The Child And The Adult. Bombay: Yoga Institute.

Bihar School of Yoga Yoga (1990). Education For Children: Manual For Teaching Yoga

To Children.Munger.

Saraswati, Swami Satyananda (2006). Yoga Education for Children. Yoga Publications

Trust, [s.l.].

Santacruz Yoga Institute Yoga (1993). A Systematic Programme on Yoga Education For

Child And Adult Vol 2 . Yogendra Publications Fund, [s.l.],

Mruanalini, T. (2006).Yoga Education . New Delhi: Neelkamal Publications Pvt Ltd.

Mruanalini, T. (2008).Yoga Education . Hyderabad: Neelkamal Publications Pvt Ltd.

Saraswati, Swami Satyanand (1999).Yoga Education for Children. Bihar: Yog

Publications Trust.

Goel, Aruna (2007). Yoga Education: Philosophy and Practice. New Delhi: Deep & Deep

Publications.

http://indcat.inflibnet.ac.in/bookdetailview.jsp?infControlId=187609&field=IX_TITLE&term=YOGA_education&TotRec=3/20&scode=1&neUnicode=&Uni_search=null














17


B.A. - 2nd Year


Education

*Elective


LIFE SKILLS EDUCATION


Credits- 4 L (L = Lecture) T (T= Tutorial)

L-3 T-1

Course Type Skill Enhancement Course



70 25 3.00 Hrs.


Class Test

(After

completion of

40% of

syllabus)

House Tests (After

completion of 75%

of syllabus)

Assignments,



Attendance Total

Marks

05

10 10 5 30


Unit Topic

I Fundamental of Life Skills a. Concept, definition and Components of Life Skills

b. Types of Life Skills - Emotional, Social and Thinking Skills.

c. Role of Life Skills in Health Promotion.

II Importance of Life Skills

a. Need for Life Skills Education.

b. Importance of Life Skills for Growing Minds.

c. Areas of Application of Life Skills.

III Methods for Developing Life Skills

a. Socratic Method, Inductive-Deductive Method and Problem Solving

b. Incidental Teaching , Project Method ,Group Discussion and Extempore activities

c. Role of Teacher in promoting Life Skills.

IV Techniques for Developing Life Skills

a. Debates, Riddles and Puzzles, Seminars and Quizzes

b. Brain Storming, Story Telling,

c. Role Playing and Community Service.

18

Suggested Readings:

Pandey, Shiv Pujan (2012).Life Skill Education for Adolesents. New Delhi: Global

Research Publications.

Thomas, Gracious (2010).Life Skill Education & Curriculum . Delhi: Shipra

Publications.

Life Skills in Non-formal Education: A Review. Indian National Commission, New

Delhi,

Life Skills In Non-formal Education: A Review (2001). New York: United Nations

Educational Science.

Bond,T. (1986). Games for Social and Life Skills . London: Hutchinson & Corporation.

Armour, Jenny (1980).Take off a guide to books for students who are learning reading

writing spelling maths life skills hand writing. London: Library Association.

Goldberg, David E. (1995). Life Skills and Leadership for Engineers. New Delhi: Tata

Mc Graw Hill Publishing Company.

Goldberg, David E. (1997). Life Skills and Leadership For Engineers. New Delhi: Tata

Mc Graw Hill Publishing Company

Life Skills in Non-formal Education: A Review (2001). New Delhi: United Nations

Educational Scientific and Cultural Organization.

Life Skills in Non-formal Education: A Review (2001). New Delhi: India Human

Resource Development Ministry.

http://indcat.inflibnet.ac.in/bookdetailview.jsp?infControlId=7876891&field=IX_TITLE&term=LIFE_SKILL_EDUCATION&TotRec=5/7&scode=1&neUnicode=&Uni_search=null

http://indcat.inflibnet.ac.in/bookdetailview.jsp?infControlId=8390116&field=IX_TITLE&term=LIFE_SKILL_EDUCATION&TotRec=6/7&scode=1&neUnicode=&Uni_search=null

http://indcat.inflibnet.ac.in/bookdetailview.jsp?infControlId=707252&field=IX_TITLE&term=life_skills&TotRec=2/63&scode=1&neUnicode=&Uni_search=null









19


B.A. -3rd Year


Education


PEDAGOGY OF EDUCATION



L-3 T-1




70 25 3.00 Hrs.


Class Test

(After

completion of

40% of

syllabus)

House Tests (After

completion of 75%

of syllabus)

Assignments,



Attendance Total

Marks

05

10 10 5 30


Unit Topic

I Pedagogy

a. Meaning, Concept and Characteristics of Pedagogy.

b. Different Types of Pedagogical Approaches.

II Pedagogical Skills

a. Management Skills.

b. Content Related Skills

III Teaching Methods And Techniques

a. Teaching Methods at Elementary and Secondary Level of Education.

b. Students and Teacher Centred Techniques of Teaching.

IV Learning Resources

a. Need and Importance of Learning Resources in Education.

b. Use of Learning Recourses in Actual Classroom Teaching I.E/ Books, Models of

Teaching.

20

Suggested Readings:

Carin & Robert Sund, (1989). Teaching Modern Science (5th Merill Publishing Co.

Dhananjay Joshi, (2012). Methodology of Teaching Science, New Delhi: Dorling

Kindersley (India) Pvt. Ltd., Licenses of Pearson in South Asia - Optional - I (Page 138)

68

Gupta, S.K. (1985). Teaching of Physical Science in Secondary Schools. New Delhi:

Sterling Publications (Pvt.) Limited.

Heiss, Obourn & Hoffman (1985). Modern Science in Secondary Schools. New Delhi:

Sterling Publications (Pvt.) Limited.

Nair, C.P.S. (1971). Teaching of Science in our Schools, Sulthan Chand & Co. (Pvt.)

Limited. 22

Natrajan, C. (Ed.). (1997). Activity Based Foundation Course on Science Technology and

Society. Mumbai: Homi Bhaba Centre for Science Education.

Pandey. (2003). Major Issues in Science Teaching. New Delhi: Sumit Publications.

Patton, M.Q. (1980). Qualitative Evaluation Methods. India: Sage Publications.

Radha Mohan. (2010). Teaching of physical science. New Delhi: Neelkamal Publishers.

Sharma, R.C. (2006). Modern Science Teaching. New Delhi: Dhanpat Rai Publications.

Sonika Rajan (2012). Methodology of Teaching Science, New Delhi : Dorling Kindersley

(India) Pvt. Ltd., Licenses of Pearson Education in South Asia - Opetional 1 (Page 204)

Sood, J.K. (1992). New directions in science teaching. Chandigarh: Kohli Publishers.

21


B.A. - 3rdYear


Education


ICT IN EDUCATION



L-3 T-1




70 25 3.00 Hrs.


Class Test

(After

completion of

40% of

syllabus)

House Tests (After

completion of 75%

of syllabus)

Assignments,



Attendance Total

Marks

05

10 10 5 30


Unit Topic

I Introduction to ICT

a. Meaning and Characteristics of ICT and its Role in Teaching Learning Process

b. Challenges in Integrating ICT in School Education

II Communication

a. Concepts , Process and Principles of Communication

b. Modes (Verbal and Non-Verbal) and Barriers of communication

III Technology for Classroom Instruction

a. Components, Working and Uses of Computers in Teaching-Learning Process.

b. Educational Applications of Audio-Video Recording Instruments and Closed Circuit

Television ( CCTV)

IV New Trends in ICT

a. Virtual and Smart Classroom -Concept, Elements, Advantages and Limitations

b. Online Learning Resources: e -Library, Websites, Apps, and Web 2.0 Technology. .

22

Suggested Readings:

Barton, R. (2004).Teaching Secondary Science with ICT. McGraw-Hill International

Bhaskara Rao, Digumarti (2013): Vidya -Samachara Sankethika Sastram (ICT in

Education). Guntur: Master Minds, Sri Nagarjuna Publishers.

Denis, Kim, Sen and Morin (2000). Information Technology -The Breaking Wave. New

Delhi: Tata McGraw-Hill Publishing Co. Ltd.

Department of School Education and Literacy, MHRD (2012). National Policy on

Information and Communication Technology (ICT) In School Education. New

DelhiImison,

T. & Taylor, P.H. (2001). Managing ICT in the Secondary Schools. Heinemann: Oxford.

Kumar, K.L. (2000). Educational Technology. New Delhi: New Age International Pvt.

Ltd.

Mangal, S.K. & Uma Mangal (2009). Essentials of Educational Technology. New Delhi:

PHI Learning Pvt. Ltd.Norton.

23


B.A. - 3rdYear

Discipline Specific Elective Course (DSE-1A)

Education

Course- Code: EDN 303

EDUCATIONAL MANAGEMENT

Course Code EDN 303 DSE


L-5 T-1

Course Type Discipline Specific Elective

Course



70 25 3.00 Hrs.


Class Test

(After

completion of

40% of

syllabus)

House Tests (After

completion of 75%

of syllabus)

Assignments,



Attendance Total

Marks

05

10 10 5 30


Unit Topic

I Educational Management

a. Meaning, Nature, Scope and its Need

b. Centralized and Decentralized

c. Autocratic and Democratic

II Effective Leadership in Educational Management

a. Leadership –Meaning and Nature

b. Effective Leadership Skills

c. Factors Affecting Managerial Behaviour - Personal, Social, Cultural, Political,

Institutional

III Management of Teaching-Learning Process

a. Concept of Teaching-Learning Process

b. Steps of Managing Teaching-Learning (Planning, Organizing, Leading and

Controlling)

c. Teacher as a Manager

IV Institutional Planning and Management a. Institutional Planning – Concept, Need and Importance

b. Curricular and Co-Curricular Programs, framing of time-table

c. Institutional Climate and Discipline 1

24

Suggested Readings:

Mukhopadhyay, B.(1994). Motivation In Educational Management: Issues And

Strategies. New Delhi: Sterling Publishers.

Singh, H. M. (1995). Fundamental of Educational Management

. New Delhi: Vikas Publication.

Report On Workshops On Educational Management And Educational Technology

(1990). State Council Of Higher Education, Andhra Pradesh,

Guruge, A. W. P. (1984). Principles and Problems of Educational Management

UNESCO, Paris.

Report of the U.G.C. Committee: Towards New Educational Management (1990)

. New Delhi.

Mukhopadhyay, B. (1994). Motivation in Educational Management: Issues and

Strategies. New Delhi: Sterling Publications.

Goode, John M. (1973). Readings in Educational Management. New York: Amacom.

Pareek, Udai (1981). Handbook for Trainers in Educational

Management: With Special Reference to countries in Asia and the Pacific .Bangkok:

Unesco Regional Office for Education in Asia.

Handy, H. W. (1969). Network Analysis for Educational Management. Engle Wood

Cliffs: Prentice Hall.

Dennison, Bill (1987). Challenges in Educational Management Principles into Practice. ,

London: Croom Helm Publishers.

Johson, Daphne (1994). Research Methods in Educational Management. England:

Longman Information & Reference.

Preedy, Margaret (1989). Teacher's Case Studies in Educational Management. London:

Paul Chapman Publishing.

Bush, Tony (1999). Educational Management: Redefining Theory Policy and Practice. London: Paul Chapman Publish

http://indcat.inflibnet.ac.in/bookdetailview.jsp?infControlId=33581&field=IX_TITLE&term=EDUCATIONAL_MANAGEMENT&TotRec=2/194&scode=1&neUnicode=&Uni_search=null















25


B.A. - 3rdYear

Discipline Specific Elective Course (DSE-1B)

Education

Course- Code: EDN 304

INCLUSIVE EDUCATION

Course Code EDN 304 DSE


L-5 T-1

Course Type Discipline Specific Elective

Course



70 25 3.00 Hrs.


Class Test

(After

completion of

40% of

syllabus)

House Tests (After

completion of 75%

of syllabus)

Assignments,



Attendance Total

Marks

05

10 10 5 30


Unit Topic

I Introduction to Inclusive Education

a. Concept and meaning of Inclusive Education

b. Need and Importance of Inclusive Education.

c. Objectives of Inclusive Education

II Children with Special Needs (CWSN)

a. Meaning, Types, Identification and characteristics of children with Special Needs

(CWSN)

b. Physically, Visually and Mentally Challenged.

c. Speech, Hearing and Language Impaired.

III Techniques and Aids for the Education of Children with Special Needs

a. Techniques and Aids for the Education of Children with Special Needs-

b. Visual and Hearing Impaired

c. Speech and Language Impaired

IV Policies and Programs of Inclusion

a- Person with Disabilities Act 1995-96

b- Right of Person with Disabilities Act 2016

c. Role of family & community in the nurturance of children with Special Needs

26

Suggested Readings:

Advani Lal & Chadha A. (2003). You and Your Special Children. Noida: UBS Publishers

Distributers Ltd.

Panda K. C. (1997). Education of the Exceptional Children. New Delhi: Vikas

Publications Ltd.

S.K Mangal. (2008). Educating of the Exceptional Children: An Introduction to Special

Education. New Delhio: Prentia Hall of India Learning Pvt. Ltd.

Mangal, S.K. (2015). Educating exceptional children. New Delhi: P.H.I. Learning Private

Limited.

Aggarwal, Rashmi (2010). Education for disabled children. New Delhi: Vikas

Publication House.

Bassa, Sayat (2017). Inclusive Education. New Delhi: N.D. Publisher.

Allur, M. (2002). Education of children with special needs from segregation to inclusion.

New Delhi: Sage Publisher.

27


B.A. 3rdYear

Generic Elective (GE-1)

Education

Course Code- EDN 305

EDUCATION FOR PEACE

Course Code EDN 305 GE


L-5 T-1

Course Type Generic Elective



70 25 3.00 Hrs.


Class Test

(After

completion of

40% of

syllabus)

House Tests (After

completion of 75%

of syllabus)

Assignments,



Attendance Total

Marks

05

10 10 5 30


Unit Topic

I Fundamental of Peace Education a. Meaning, concept and need of Education for Peace

b. Ways to promote Peace in the class rooms

c. Teacher as Peace Builder

II Agencies of Peace Education

a. Role of Family in Promoting Education for Peace.

b. Role of School and Society in Promoting Education for Peace.

c. Role of UNO and Mass Media in Promoting Education for Peace.

III

Philosophical Resources : Study of relevant extracts from the righting of :

a. Gandhi ji (‘Brute Force and Passive Resistance in Hindi Swaraj’)

b. Krishnamurti, J. (Education and World Peace)

c. Montessori (Peace and Education)

IV Methods/Approaches for Peace Education a) Story telling/writing, Drawing, Poetry, Role Play, Simulation, Meditation and

Problem solving.

b) Activities for Peaceful competencies

c) Organizing society linked programmes

28

Suggested Readings:

Adams, D. (Ed). (1997). Culture of Peace, Promoting a Global Movement. Paris:

UNESCO Publication.

Bala Sooriya, A.S. (1994). Teaching Peace to Children. Maharagama, Sri Lanka:

National Institute of Education.

Bala Sooriya, A.S. (1995).Education for Peace: Learning Activities, Maharagama, Sri

Lanka: National Institute of Education.

Bala Sooriya, A.S. (2000). Mediation Process. Maharagama, Sri Lanka: National Institute

of Education.85

Education for the 21stCentury. Paris: UNESCO.

Diwahar, R. R., & Agarwal, M. (Ed). (1984). Peace Education. New Delhi: Gandhi Marg.

Fountain, S. (1988). Learning Together-Global Education. New York: Working Paper

Education

Govt. of India (1993). Learning Without Burden. New Delhi: Ministry of Human

Resources

Development (MHRD), Department of Education, Government of India.

Harris, I.M. (1988). Education for Peace. London: McFarland and Company.

Johan, G.(1996). Peace by Peaceful Means. New Delhi: Sage Publication.

Kumar, M. (Ed). (1994). Non Violence, Contemporary Issues and Challenges. New

Maria, D.(2003). Value Education for Peace, The CTE Journal, 2 (3):25

Morrison, M. L. (2003). Peace Education. Australia: Mcfarland.

NCERT (2006). Education for Peace . Department of Education, Government of India.

Ruhela, S. P. (1986). Human Values and Education. New Delhi: Sterling Publishing.

Salomon, G., & Nevo, B. (2002). Peace Education: The Concept, Principles, and

Subramanian, K. (1990). Value Education. Madurai: Ravana Publication.

29


B.A. 3rdYear

Generic Elective (GE-2)

Education

Course Code- EDN 306

EDUCATIONAL THOUGHTS AND PRACTICES

Course Code EDN 306GE


L-5 T-1

Course Type Generic Elective 64. Term End Examination System


70 25 3.00 Hrs.


Class Test

(After

completion of

40% of

syllabus)

House Tests (After

completion of 75%

of syllabus)

Assignments,



Attendance Total

Marks

05

10 10 5 30


Unit Topic

I Educational thoughts of Western Philosophers a. Pestalozzi

b. John Dewey

c. Bertrand Russell

II Basic Contributions of Philosophers in Education

a. Educational Philosophy of J. Rousseau

b. Contribution of Paulo Freire to the field of Education of the oppressed

c. Educational Philosophy of Gijju Bhai Baidekar.

III

Basic Contributions of Prominent Indian Philosophers to Education

a. Critical study of the contribution of Vivekananda to the field of Education

b. Mahatma Gandhi’s contribution to the field of Education

c. Aurobindo Ghosh’s contribution to the field of Education

IV Basic Educational Thoughts and Practice

a. Rabindranath Tagore’s idea on Education with special reference to

Shantinikitan/Vishva Bharti University

b. Contribution of Radhakhrisnan to the field of Higher Education.

c. Contribution of Plato to the field of Education

30

Suggested Readings:

Ulich, Robert(1980). History of Educational Thoughts. New York: American Book

Corporations.

Dwivedi, Bhanwar Lal (1994). Evolution of Educational Thoughts In India. New Delhi:

Northern Book Centre.

N,Chinnadurai (1997). Educational Thoughts of Sri Aurbindo And Their Relevance To

Contemporary Education . Annamalai University.

Taneju, V R (1975). Educational Thoughts and Practice. New Delhi: Sterling

Publications.

Bhyrappa , S.L.( 1968). Values in Modern Indian Educational Thoughts. New Delhi:

National Institute of Education.

Sudharma, Joshi (2008). Educational Thoughts of Mahatma Gandhi. New Delhi:

Crescent Publishing Corporation.

Sudharma , Joshi (2009). Educational Thoughts Of Rabindranath Tagore. New Delhi:

Crescent Publishing Corporation.

Vyas, Savitri (1989). Critical Study of J Krishnamurti's Educational Thoughts.

Ahmedabad: Savitri Vyas.

Pandey , Ram Shakal (2006). Educational Thoughts. Delhi: Adhyayan Publishers And

Distributors.

Joshi, Sudharma (2008). Educational Thoughts of Sri Aurobindo. New Delhi: Crescent

Publishing Corporation.

Sudharma ,Joshi (2009).Educational Thoughts of Lokmanya Tilak. New Delhi: Crescent

Publishing Corporation.

Sudharma, Joshi(2008). Educational Thoughts of Sri Aurobindo. New Delhi: Crescent

Publishing Corporation, ,

Sudharma, Joshi (2009). Educational Thoughts of Swami Vivekananda. New Delhi:

Crescent Publishing Corporation,

Sharma, A.P. (1997). Development of Western Educational Thoughts. New Delhi:

Concept Publication.

http://indcat.inflibnet.ac.in/bookdetailview.jsp?infControlId=1016687&field=IX_TITLE&term=EDUCATIONAL_THOUGHTS&TotRec=3/61&scode=1&neUnicode=&Uni_search=null














http://indcat.inflibnet.ac.in/bookdetailview.jsp?infControlId=7796520&field=IX_TITLE&term=western_educational_thoughts&TotRec=4/5&scode=1&neUnicode=&Uni_search=null

31

Examination Pattern and CCA Scheme

CCA SCHEME- Students enrolled for the Academic session 2018-19 onwards CCA will

account for 30% of the total marks out of 100. The breakup of 30% i.e. 30 marks for each course

is given as below-

Continuous Comprehensive Assessment (CCA) Pattern: Instructions for

conducting Class Test/House Test/ Assignment, tutorials etc.

Class Test

(After

completion of

40% of

syllabus)

House Tests (After

completion of 75%

of syllabus)

Assignments, Tutorials

and general behaviour

of Students

Attendance Total

Marks

05

10 10 5 30

A. Distribution of marks for evaluation of Tutorial/Home Assignment etc.

1. 5 marks are assigned for the quality of contents and structure of the assignment

2. 5 marks are assigned for the clarity of language of the script (Hindi/English) and its

presentation in the class room

3. Total marks 5 +5 =10 marks

B. Attendance = 5 marks

Note: (Below 75%=Zero (0): 75-80 %=1 mark: 80-85%= 2 marks: 85-90%=3

marks: 90-95%= 4 marks and 95-100%=5 marks).

32

Term End Exam Pattern (TEE)

Part Section No. of

questions

Syllabus

coverage

Nature of

Questions &

Answers

Questions to

be

attempted

Marks Max.

marks

A 1 10

Complete

Objective

(MCQ)

10

1 each

10

2

8

Complete

Short answer

type 100-150

words

5

4 each

20

B - 2 Unit 1 About 500

words

1 10 10

C - 2 Unit 2 About 500

words

1 10 10

D - 2 Unit 3 About 500

words

1 10 10

E - 2 Unit 4 About 500

words

1 10 10

Total 70

Important Information :

a) The minimum passing marks will be 40% in aggregate. However, 35% each in Internal

Assessment and Final Theory Examinations will be compulsory.

b) A candidate failing in either one or two subject/papers will be given compartment in

those subjects/papers and will be eligible for promotion to the next class.

c) He/ She will not be awarded the degree until he/she clears all his/her courses within five

years from the date of his/her admission to a particular course.

d) He/she will have two chances (one at the supplementary stage and other at the annual

stage).

e) A student failing in three or more subjects/papers will be treated as fail in that year and

has to repeat the entire year.

Note: Student will have to pass both the components i.e. CCA and TEE separately to become

eligible to be declared successful in a course.